After reviewsing the literature relative to culture and cognition, an hypothetical model was developed to explain some aspects of concept learning and cognitive development. To test aspects of the model, 3 tests which had had prior use in cross-cultural studies and 5 original tests were administered individually to 34 Stoney Indian and 34 Euro-American 8-year-old children derived from the same geographic region in Alberta, Canada. Tested was the relationship between cognitive learning and: (1) field independence, (2) abilities to perceive and compare attributes, (3) category width, (4) level of abstraction, (5) memory, and (6) general intelligence. Results suggested some support for the proposed model and identified some areas of cultural differences. For Euro-American children, field independence was correlated with the ability to perceive attributes and both were related to the ability to verbalize concepts. For the Stoney children, more than one ability or set of abilities was involved in concept learning. Memory played a greater role in problem solving for Stoney Indian subjects, and they did better on the first two Stone Games and relatively better on the tests of field independence and memory, while Euro-American performance was more markedly superior on the remaining measures. (Author/JC)